This study investigated the self-efficacy (also often referred to as self-confidence) of principals as determined by school administrator certification credentials and teaching endorsements at low performing middle schools in Mississippi. In educational literature, the term “self-confidence” is often referred to under the nomenclature of self-efficacy. In the context of an educational environment, self-efficacy pertains to a principal’s capability to organize and execute courses of action required in leading and managing a school. Successful school management requires a leader who is task oriented, consistently stays focused, employs effective strategies, and utilizes managerial skills. The investigation focused on the self-efficacy, as determined by credentials and endorsements, of the principals charged with leading and managing the 24 Mississippi middle schools that received Mississippi Department of Education accountability ratings of “D” or “F” in relation to student academic performance. The overall research question that guided the investigation asked: Did the self-efficacy of the principals charged with leading and managing the 24 Mississippi middle schools that received low accountability scores suggest any connection to the ratings? Based on the findings of the investigation, it may be concluded that the self efficacy of the principals charged with leading and managing the middle schools that received low accountability scores didn’t appear to have any connection to the ratings. Also, neither the principals’ certification credential levels nor teaching endorsements appeared to be factors.

The problem with which this study is concerned is that of tracing the history of state level laws and resolutions which affected the elementary school curriculum in Texas' public schools during the years 1950-1983. The roles of the legislature, the State Board of Education, and the State Department of Education in relation to the curriculum are presented. The purposes of the study are to review state level legislation since 1950 that affected the curriculum, to update the work of earlier historical accounts of public education in Texas, and to provide a basis for understanding the current state of curriculum by focusing on its evolution. Inspection of the data reveals that numerous topics were added to the elementary curriculum during the years under study, resulting in a fragmented and complex curriculum. Many of these topics were repealed in 1981. The study concludes that the State Board of Education and the State Department of Education, as well as the legislature exert considerable influence over the curriculum, and that this influence seems likely to increase as the result of reform legislation enacted in 1981. Further study relating to the implementation effects of the new curriculum is recommended.

No description available.

This study explores and assesses the attitudes of the personnel of welfare-oriented governmental bureaucracies toward the poor. To fulfill these goals, a treatment and a control group were selected to compare their attitudes toward this group. They were measured by a disguised-structured instrument using the survey approach. It was found that the majority of respondents in both groups have a pro-poor attitude but it is more prevalent among the bureaucrats than among the students. In light of the knowledge we have of the effect of attitudes on the execution of policies, these results suggest that the policies governing the different programs studied are being executed to the advantage of the client.

Submitted by Fabricia Fialho Reginato (fabriciar) on 2015-07-28T22:33:26Z No. of bitstreams: 1 CristianoBrum.pdf: 8266440 bytes, checksum: 2fc6720638df8dd9a5999cef25a374e1 (MD5) / Made available in DSpace on 2015-07-28T22:33:26Z (GMT). No. of bitstreams: 1 CristianoBrum.pdf: 8266440 bytes, checksum: 2fc6720638df8dd9a5999cef25a374e1 (MD5) Previous issue date: 2013-03-05 / Nenhuma / O contexto centralizador do Estado Novo trouxe ao Rio Grande do Sul José Bonifácio Paranhos da Costa, um técnico federal do DNS para assumir os serviços de saúde do Estado. Este médico sanitarista gaúcho, radicado no Rio de Janeiro chega em um contexto de verticalização das políticas e é um personagem fundamental para o entendimento desse contexto. No Rio Grande do Sul, Bonifácio Costa realizou, seguindo diretrizes federais a Reforma Sanitária de 1938 e criou o Departamento Estadual de Saúde. Nosso objetivo foi reconstruir a trajetória pessoal e profissional do gaúcho José Bonifácio Paranhos da Costa, bem como seu pensamento médico, e suas relações em diversos âmbitos, a fim de perceber se essas variáveis influenciaram sua atuação e a reforma da saúde por ele promovida em 1938 no Departamento Estadual de Saúde do Rio Grande do Sul; e entender como se relacionam estes elementos. Numa perspectiva microanalítica procuramos, utilizando procedimento de cruzamento nominal de fontes, traçar a rede de relações de nosso personagem, percebendo a existência de mediadores e facilitadores durante sua trajetória profissional. Devido à falta de estudos que foquem a saúde pública neste período, procuramos também realizar um “inventário” das principais ações do Departamento Estadual de Saúde. No que diz respeito à autonomia, percebemos que ao mesmo tempo em que realizou todas as exigências do Departamento Nacional de Saúde, também criou uma atmosfera administrativa diferenciada; a qual tentou Bonifácio Costa, inclusive importar para outros estados e aplicá-la a âmbito federal, numa iniciativa descentralizadora, que rompia com a ideia de política vertical. / The centralizing context of the Estado Novo (Getúlio Vargas’s dictatorship, between 1937-1945) brought José Bonifácio Paranhos da Costa to Rio Grande do Sul. He was a federal technician from the National Department of Health, and was to take over the health services of the state. This public health physician, himself born in the state of Rio Grande do Sul and living in Rio de Janeiro, arrived in a context of verticalization of policies and knowing about him is essential to understand this reality. In Rio Grande do Sul, Bonifácio Costa performed the Sanitary Reform of 1938, according to federal guidelines, and established the State Department of Health. Our goal was to reconstruct the personal and professional history of José Bonifácio Paranhos da Costa, and also his medical thinking and his relationships in various spheres, in order to find out whether these variables influenced his work and the health reform he promoted in 1938 in the Rio Grande do Sul State Department of Health; and also to underestand how these elements are related. From a microanalytic perspective, using a procedure of “nominal record linkage”, we sought to trace the network of relationships of our character, perceiving the existence of brokers and facilitators during his professional career. Due to the lack of studies focusing on public health during this period, we also tried to “inventory” the main actions of the State Department of Health. As regards autonomy, we perceived that, at the same time as he fulfilled all requirements of the National Department of Health, Bonifácio Costa also established a different administrative atmosphere that he even tried to import to other states and apply at the federal level, in a decentralizing initiative that broke with the idea of a vertical policy.

Submitted by Jorge Silva (jorgelmsilva@ufrrj.br) on 2018-01-31T16:38:45Z No. of bitstreams: 1 2017 - Cinthia Cristiane da Silva Marujo.pdf: 3641945 bytes, checksum: 79fbc63705fe633be420944cd06a3f66 (MD5) / Made available in DSpace on 2018-01-31T16:38:48Z (GMT). No. of bitstreams: 1 2017 - Cinthia Cristiane da Silva Marujo.pdf: 3641945 bytes, checksum: 79fbc63705fe633be420944cd06a3f66 (MD5) Previous issue date: 2017-04-20 / The present research deals with the marketing policies of public education, deepened between the years 2007 and 2014 in the state network of Rio de Janeiro, during the S?rgio Cabral administration, based on goals and bonus. At the end of the twentieth century, the capitalist mode of production underwent significant changes, which promoted a reordering of the class struggle, impelling the international bourgeoisie to elaborate strategies for coping with this crisis, articulating the restructuring of the productive sphere, the reordering of the role Of national states and the diffusion of a new bourgeois project of sociability in peripheral countries. From the bourgeois recovery, profound transformations based on a managerial model in the public administration, through the insertion of goals, external evaluations and bonifications, are going to change significantly the regulation of the work in the public service. In this way, from the capital-labor-state relationship, from which concrete actions for human formation are derived and, consequently, the way in which the interests of the ruling class express themselves objectively in the process of producing public policies; This research has as general objective to understand how the managerial reform impacts on the work of the teachers of three schools of this network. To do so, it has the following specific objectives: to investigate the determinations and contradictions present in the teachers' talk about the bonus, to understand the reasons that lead them to comply or to fail to comply with the determinations of the State Department of Culture and Culture of Rio de Janeiro (SEEDUC-RJ ) and to explain how this policy is concretized in school everyday. Under these conditions, research on these impacts was carried out through a qualitative research, of a bibliographical and documentary nature, as well as the application of semi- structured questionnaires to the class regent teachers in the three participating Rio de Janeiro state schools, whose data was analyzed from of the content analysis method. According to the data analysis, we found that most teachers do not have much information about the policies implemented by SEEDUC-RJ, or even the little information they have is referenced in the hegemonic discourse. In the comparative study between the participating teachers from CE Erich Walter Heine and the participating teachers from CIEP 183 Jo?o Vitta and CIEP Aldebar?, although the first college has better conditions than the others, which may interfere with teachers' opinions about this coming business logic In the state of Rio de Janeiro, we did not observe significant differences in the opinion of these teachers in terms of contentment with the policy adopted by SEEDUC-RJ. We conclude that through the diffusion of common sense, this education project based on a business logic has educated teachers to submit to centralized management, governed by standardized actions, control and surveillance, within the framework of the goals established by SEEDUC-RJ, Keeping them restricted to the condition of fulfilling tasks, without possibility of debates, thus promoting the moral ethical conformation of the teachers of this network to this order / A presente pesquisa discorre sobre as pol?ticas de mercantiliza??o da educa??o p?blica, aprofundadas entre os anos 2007 e 2014 na rede estadual do Rio de Janeiro, durante o governo S?rgio Cabral, pautadas em metas e bonifica??o. No final do s?culo XX, o modo de produ??o capitalista sofreu mudan?as significativas, que promoveram um reordenamento na luta de classes, impulsionando a burguesia internacional ? elabora??o de estrat?gias para o enfrentamento dessa crise, que articulassem a reestrutura??o da esfera produtiva, o reordenamento do papel dos Estados nacionais e a difus?o de um novo projeto burgu?s de sociabilidade nos pa?ses perif?ricos. Da recomposi??o burguesa decorrem profundas transforma??es pautadas num modelo gerencial na administra??o p?blica, atrav?s da inser??o de metas, de avalia??es externas e de bonifica??es, que v?o alterar de modo significativo a regula??o do trabalho no servi?o p?blico. Desta maneira, a partir da rela??o capital-trabalho-Estado, da qual derivam a??es concretas para a forma??o humana e, por conseguinte, o modo como os interesses da classe dominante expressam-se objetivamente no processo de produ??o de pol?ticas p?blicas; esta pesquisa tem por objetivo geral compreender de que modo a reforma gerencial impacta no trabalho dos docentes de tr?s escolas dessa rede. Para tanto, possui os seguintes objetivos espec?ficos: investigar as determina??es e as contradi??es presentes na fala dos professores acerca da bonifica??o, compreender as raz?es que os levam a cumprir ou descumprir as determina??es da Secretaria de Estado de Educa??o e Cultura do Rio de Janeiro (SEEDUC-RJ) e explicitar de que modo essa pol?tica se concretiza no cotidiano escolar. Nessas condi??es, a investiga??o desses impactos se deu atrav?s de uma pesquisa qualitativa, de car?ter bibliogr?fico e documental, al?m da aplica??o de question?rios semiestruturados aos professores regentes de turma nas tr?s escolas da rede estadual do Rio de Janeiro participantes, cujos dados obtidos foram analisados a partir do m?todo de an?lise de conte?do. Conforme a an?lise dos dados, verificamos que a maioria dos docentes n?o possui muitas informa??es acerca das pol?ticas implementadas pela SEEDUC-RJ, ou ainda, a pouca informa??o que possuem est? referenciada no discurso hegem?nico. No estudo comparativo entre os docentes participantes do CE Erich Walter Heine e os docentes participantes do CIEP 183 Jo?o Vitta e do CIEP Aldebar?, embora o primeiro col?gio possua melhores condi??es que os demais, que possam interferir na opini?o dos professores acerca dessa l?gica empresarial que vem se aprofundando na rede estadual de ensino do Rio de Janeiro, n?o observamos diferen?as significativas na opini?o desses docentes em termos de contentamento com a pol?tica adotada pela SEEDUC-RJ. Conclu?mos que atrav?s da difus?o do senso comum, esse projeto de educa??o pautado numa l?gica empresarial vem educando os professores para a sujei??o a uma gest?o centralizadora, regida por a??es padronizadas, pelo controle e pela vigil?ncia, nos marcos dos objetivos estabelecidos pela SEEDUC-RJ, mantendo-os restritos a condi??o de cumpridores de tarefas, sem possibilidade de debates, promovendo, assim a conforma??o ?tico moral dos docentes desta rede a esta ordem.

Este estudo analisa as relações diplomáticas entre o Brasil e a Espanha sob a ótica da política externa brasileira entre 1936 a 1960, tendo como referências para reflexão: as tensões político-ideológicas geradas pela Guerra Civil Espanhola e pelo alinhamento brasileiro aos Aliados durante a Segunda Guerra Mundial; o anticomunismo como fator de aproximação entre os dois países; a intensificação das ações de intercâmbio cultural e comercial verificada a partir da década de 1950; o fluxo imigratório de espanhóis para o Brasil como um elemento central das relações hispano-brasileiras. Tendo como principal fonte os documentos do Ministério das Relações Exteriores do Brasil, sob a guarda do Arquivo Histórico do Itamaraty/RJ e da Coordenação de Documentação Diplomática em Brasília, procuramos avaliar a posição da diplomacia brasileira frente à Espanha e os interesses que permearam a configuração das relações históricas construídas com esse país. Considerando os momentos de ruptura e permanência, demonstramos que os compromissos firmados no cenário internacional pautaram as atitudes do governo brasileiro frente à Espanha, especialmente entre 1936-1939 e na década de 1940. / This study analyses the diplomatic relationships between Brazil and Spain from the point of view of the Brazilian foreign policy between 1930 and 1960, using as references for the analysis: the political-ideological tensions generated by the Spanish Civil War and by the Brazilian alignment with the Allies during to Second World War; the anticommunism as an approaching factor between the two countries; the intensification of the cultural and commercial exchanges verified in 1950\'s; the emigration current of Spaniards to Brazil as a central element of the Spanish-Brazilian relationship. Using, as the main source for this study, the documents of Foreign Relations State Department of Brazil, under the guard of the Itamaraty Historical File/RJ and of the Coordination of Diplomatic Documentation in Brasilia, we tried to evaluate the position of the configuration of the historical relationships built with that country. Taking into account the moments of rupture and permanence, we demonstrated that the commitments in the international scenery ruled the attitudes of the Brazilian government concerning Spain, especially between 1936-1939 and in the 1940\'s.

As a result of the changing needs of society since the early 20th century, approaches to transportation planning have been continually shifting from highway-focused to multimodal, an approach which takes multiple modes of transportation into consideration. This evolution has been reflected in federal transportation legislation and continues to have many implications for transportation agencies, especially state departments of transportation (DOTs). The objective of this thesis is to analyze what state DOTs have done in order to adapt to the shift. More specifically, the project focuses on the organizational and funding structures of state DOTs. First, an organizational structure analysis of all 50 state DOTs was carried out. This analysis looked at how state DOTs incorporate multiple modes of transportation into their organizational structure. Secondly, the results of a statewide multimodal planning survey, to which 35 states responded, were analyzed. The survey gauged to what extent the representative from a given state DOT thought that their agency was conducting multimodal transportation planning. It also analyzed state DOT modal responsibilities, funding options, and characteristics that influence multimodal transportation planning. Lastly, case studies were carried out for six state transportation agencies: Florida DOT, North Carolina DOT, Oregon DOT, Virginia's Transportation Secretariat, Maryland DOT, and Massachusetts DOT. These case studies focused on organizational structure, funding, and multimodal efforts. Findings from the three different aspects of this thesis support the notion that highway is still the dominant mode in statewide transportation planning in most state DOTs. However, this research also supports the idea that this situation is changing, though more rapidly in some states than in others. Though it is not evident that one type of organizational structure is better than another, states have used the reorganization of these structures as a method for adapting to multimodal transportation planning. Overall, state DOTs tend to incorporate multiple modes of transportation into their organizational structure through multimodal divisions, separate modal divisions, or a combination of both. In addition to the organizational structures, some states have also restructured their funding mechanisms in order to make funds more flexible across all modes of transportation so that they may be able to better accommodate multimodal transportation planning. Those state DOTs with transportation trust funds and separate modal programs have generally shown more initiative in embracing a more multimodal approach to transportation planning. Besides organizational and funding structures, leadership, organizational culture, and institutional issues have been recognized as factors that influence the extent of multimodal planning.

Made available in DSpace on 2016-12-08T16:35:12Z (GMT). No. of bitstreams: 1 ANA.pdf: 1141840 bytes, checksum: 6c83f8d82e359f0e3548b708f6517b5a (MD5) Previous issue date: 2011-05-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This investigation aims understanding and problematizing the violence that passes through power relations in three departments that compound the organizational structure of the Education Department of Santa Catarina State, from 2007 to 2010. The delimitation of the period is justified because 2007 was the year in which there was the last administrative reform undertaken by the government Luiz Henrique da Silveira and that is currently in force, and, 2010, was the year in which ended the management of the secretary Paulo Bauer. The theoretical grounding is supported mainly in the contributions of Michel Foucault, Ana Maria Borges de Sousa and Michel de Certeau. The sources which are the empirical basis are questionnaires, interviews, official documents and documents of internal movement of the Education Department. In the first chapter, were analyzed the interests and consequences of the absence of a table of staff in the Education Department, the confusion surrounding the role of the educator that acts in this area and the violence present in the policy of tips. In the second chapter the reflection considered the practices that adorn the moral harassment, the limits and contradictions of the management practiced in the Education Department, the violence which forge the distancing between the subjects who think the actions and those who perform it, the working conditions and the problems surrounding the discontinuity of actions. In summary, this research presents elements on the issue of power relations and violence, understanding it as complex phenomena, multifaceted, ambiguous and paradoxical, that cannot be explained by extreme logical, being practiced and suffered by those who constitute the Education Department. Accordingly, the manifestations of violence coexist with a process of small revolutions expressed in the forms of organizing the work, in the conquest of space, the search for and the requirement of autonomy, the pleasure of being together, in the construction of knowledge performed in collectivity / Esta investigação objetiva compreender e problematizar as violências que transversalizam as relações de poder em três Diretorias que compõem a estrutura organizacional da Secretaria de Estado da Educação de Santa Catarina - SED, de 2007 a 2010. A delimitação do período justifica-se em razão de 2007 ser o ano em que houve a última reforma administrativa empreendida pelo governo Luiz Henrique da Silveira, e que está atualmente em vigor, e, 2010, o ano em que encerrou a gestão do Secretário Paulo Bauer. A fundamentação teórica é apoiada principalmente nas contribuições de Michel Foucault, Ana Maria Borges de Sousa e Michel de Certeau. As fontes que constituem a base empírica são questionários, entrevistas, documentos oficiais e documentos de circulação interna da Secretaria de Educação. No primeiro capítulo, foram analisados os interesses e consequências decorrentes da inexistência de um quadro de pessoal na SED, a confusão em torno do papel do educador que atua neste espaço e as violências presentes na política de gratificações. No segundo capítulo a reflexão debruçou-se sobre as práticas que ornamentam o assédio moral, os limites e contradições da gestão praticada na SED, as violências que forjam o distanciamento entre os sujeitos que pensam as ações e aqueles que as executam, as condições de trabalho e a problemática em torno da descontinuidade das ações. Em síntese, a pesquisa apresenta elementos sobre a temática das relações de poder e das violências, entendendo-as como fenômenos complexos, multifacetados, ambíguos e paradoxais, que não se pode explicar através de lógicas maniqueístas, sendo praticadas e sofridas por aqueles que constituem a SED. Nesse sentido, as manifestações de violências coexistem com um processo de pequenas revoluções expressas nas formas de organizar o trabalho, na conquista de espaços, na busca e na exigência de autonomia, no prazer de estar junto e na construção do conhecimento realizado na coletividade

Este estudo analisa as relações diplomáticas entre o Brasil e a Espanha sob a ótica da política externa brasileira entre 1936 a 1960, tendo como referências para reflexão: as tensões político-ideológicas geradas pela Guerra Civil Espanhola e pelo alinhamento brasileiro aos Aliados durante a Segunda Guerra Mundial; o anticomunismo como fator de aproximação entre os dois países; a intensificação das ações de intercâmbio cultural e comercial verificada a partir da década de 1950; o fluxo imigratório de espanhóis para o Brasil como um elemento central das relações hispano-brasileiras. Tendo como principal fonte os documentos do Ministério das Relações Exteriores do Brasil, sob a guarda do Arquivo Histórico do Itamaraty/RJ e da Coordenação de Documentação Diplomática em Brasília, procuramos avaliar a posição da diplomacia brasileira frente à Espanha e os interesses que permearam a configuração das relações históricas construídas com esse país. Considerando os momentos de ruptura e permanência, demonstramos que os compromissos firmados no cenário internacional pautaram as atitudes do governo brasileiro frente à Espanha, especialmente entre 1936-1939 e na década de 1940. / This study analyses the diplomatic relationships between Brazil and Spain from the point of view of the Brazilian foreign policy between 1930 and 1960, using as references for the analysis: the political-ideological tensions generated by the Spanish Civil War and by the Brazilian alignment with the Allies during to Second World War; the anticommunism as an approaching factor between the two countries; the intensification of the cultural and commercial exchanges verified in 1950\'s; the emigration current of Spaniards to Brazil as a central element of the Spanish-Brazilian relationship. Using, as the main source for this study, the documents of Foreign Relations State Department of Brazil, under the guard of the Itamaraty Historical File/RJ and of the Coordination of Diplomatic Documentation in Brasilia, we tried to evaluate the position of the configuration of the historical relationships built with that country. Taking into account the moments of rupture and permanence, we demonstrated that the commitments in the international scenery ruled the attitudes of the Brazilian government concerning Spain, especially between 1936-1939 and in the 1940\'s.